Iron County register. [volume] (Ironton, Iron County, Mo.) 1867-1965, 1887-12-01
Educational Column.


EducatlOnal Column.
JOHN B. ScorT, Editor.
/ MEMoRY-C0nclu
So much better is writing over what
we wish to remember than repeating il
orally that it is not far from safe to say
that once writing 10 equal to having
| dozen oral repetitions. Some have
impressed upon the memory a number
of words by taking the first letter of
each word aud forming . new word.
We have an example OF this in Maury's
Physical Geography where he uses the
word ribgyor to impress upon the mind
OF the learner the names Of the pris-
| matte colors violet, indigo, blue, green,
yellow, orange, red.
When the perceptions which we wish
to remember are wholly unrelated we
call the power of retention arbitrary
memory. Much of our memory
knowledge rests upon arbitrary menu
ory. The permanence of our knowi-
edge from this source depends upon
the depth of the impression, and how
this is secured has already been indi-
Gated. It is often the case that num-
Der oil impressions are made upon the
mind at the same time and are connect
ed by circumstances, time, DC. These
perceptions are stored away together.
No more effort is required to retain all
of the related ideas than is necessary
| to retain one. The remembrance Of
one suggests the others. This form Of
retention is called suggestive memory.
| There is q third form of memory
known as associative memory. This
consists in associating things together
to be remembered. In these associa-
tions the things to be remem bered have
a likeness. unlikeness, or dependence.
If wish to remember q new name i
associate it with one familiar to me.
If wish to fix in my mind the differ
ence between spring aud neap tides.
associate with spring tides tie fact that
in the spring time there is much more
| water than at other times. We often
get such terms as stalsgmites and
stalactities confounded by not using
associative memory. With these mat
ters We are like the Irish recruit who
replied to the officers question as to
his height by saying that he was either
six feet and eleven inches or eleven
one or ne other. but which we cannot
say. i cassof tbs eboya terms assoo-
4 =. 1atns>s5f1sA thek 1llE II below 81 -
In pfcSrss 1hd you NilI aIw. rstS<'
member that the stalagmjtes are The
formations on the floor of the cave.
This form of memory is the one TO be
specially cultivated. Its use is great in
all branches but specially ing. ography
aud history.
,PRoaRAMME OF IRON COUNTY TEACH
i ERs' ASSOCIATION FOR SATURDAY,
DECEMBER 10, 1857:
;. Practical Education paper By Mann Ringo.
Discussion led by j. T. Patterson.
Recitation. on....................by Ed. Taylor.
:. A Paper. by Miss Lille Sloan.
Discussion led BY Miss Fanny Markham.
Select Reading. ......by Miss Mamie Rfngo.
A Paper.........by Miss Rachael schneider.
4 Discussion led by Harry Padfelds.
Recitation. on.................by Miss DeLoDg.
Query Box.
Those who are to prepare papers
should at once inform the leader on
discussion what subject will be treated
and. If possible, send them an outline
of the subject.
Let there be q general turnout Of
teachers and friends Of education
Each teacher is requested to bring bis
lunch with him. as 1t Is desired to re.
main at the place of meeting until
through with the programme. Re.
member the time and place, IrontoI
public school building, December 10
1887.
> You frequently hear pupils and some
times other say they know thing but
cannot tell it. meaning. of course, tina
they have uot sufficient command oi
language. To know a thing implies
the ability to reproduce 1t. You d,
not know what you cannot tell. Lool
at,,the mental apparatus for the trouble
tor it lies not in the vocal.
fx*
Why do we study this or that branch
Not so much for the knowledge we oh
tam or the practical use to which W
: hope to apply it, as mind development
We take food daily, when in grow
'e ing state. that our bodies may grow
= and exercises tb nj we may have phys
ical strength. In other words, tn
= object of food and exercise Ii physics
. development. Similarly the knowl
" edge we get from these text books pro
NOTES the growth Of the mind. and tn
effort required to obtain and assimilat
this knowledge promotes the strength
of the intellect. In our efforts to secur
this mind development, LET Us heed tn
words of Charles Barry: "The systen
of crammlng the child's mind with In
dipes,ible matter, uniutelligibie word
:, and machine-like lear ming by heari
er is relegated to the cemetery OF the past